NAENAE COLLEGE FAMILY GUIDE - 2022 Phone 04 567 7175 www.naenae-college.school.nz
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NAENAE COLLEGE
FAMILY GUIDE
2022
Phone 04 567 7175
www.naenae-college.school.nz
admin@nnc.school.nz
CONTENTS Chapter Page Introduction 1 Naenae College Statement 2 Governance and Management 3 Who’s Who 4 Big Picture Schooling/ Pastoral Care 5-6 Naenae College Code of Conduct and Tight Five 7 Important School Expectations 8-10 Naenae College Curriculum 10 Year 9 & 10 Learning Programme 11-10 Junior School Merit System/ Reporting to Parents/Caregivers 13 School/Family Communication 14 Health Services 15 Student Wellbeing 16-18 Homework Centre/Fees and Accounts/Uniform 18-20 Concerns/Complaints 21 Restorative Processes 22 Year 13 Graduation 23 National Qualifications Information 24-29 Appendix 1:- Missed Assessment and Appeal Forms 30 Appendix 2:- Appeal Application Forms 31
Dear Parents/Caregivers
Kia ora, Talofa lava, Malo e lelei, Kia orana, Taloha, Fakaalofa atu, Salaam, Halaw,
Mingala ba, Néih hóu, Sok sabai jie te, Maalin wanagsan, Chào, Greetings and
welcome to Naenae College for 2022.
In fact, if I were to greet you all in your own first language the list would be much
longer because we are a wonderfully diverse community and it is great that we
are all living and learning together.
Our School Motto is Kia Ihi, Kia Maru, which generally translates as ‘Be strong, Be steadfast’ in your
own identity. The name of our College Marae is Te Whānau Tahi, which means The United Family.
These are very important concepts for us and we refer to them every day.
It is important that you feel that this is your school. We are here to make life work for you and your
children. Six years ago, we made many changes to the pattern of the school day, the grouping of
students into new Whānau (Houses) and into new Roopu (Form classes) with Learning Advisors who
are the key in the life of your son/daughter for all their time at College. The changes have led to
stronger patterns of relationships, improved attendance and engagement and better learning
outcomes. We have moved to three 90-minute teaching periods per day to deepen enquiry-based
learning. This is working really well.
We are now part of the Naenae Kāhui Ako-Community of Learning. This will provide great
opportunities for in depth discussion with Whānau and the wider community in relation to the
learning progress and successes of our students. This year we have also become a part of the Ka kai
ka ora programme and are pleased to be able to offer lunches to all students daily.
We hope that you will find this Family Guide useful. It is an instant ready reference for families to
inform you of basic routines and everyday matters in relation to College life. I encourage you to keep
it in a handy place: by the telephone or hanging off the fridge!
The College website has lots of good, up to date information, including copies of newsletters, which
will also be emailed to all caregivers with an email address. The parent portal section allows you to
see all the personal information for your children, including up to the minute attendance, timetables,
notices and NCEA results. You will have a personal log in/password access to this section. If you do
not know what this is, please email us and we will send it to you.
Nic Richards
Principal
Page 1NAENAE COLLEGE
Our commitment is to offer:
Excellence in learning through:
• Well ordered, safe, encouraging classrooms
• Effective extension and remedial programmes
• Close attention to marking, assessment, feedback and reporting
• Recognising and celebrating achievement
• The appropriate use of information technology
Balanced, flexible programmes of study with:
• A wide choice option structure
• Creative alternative pathways in the senior school for the diverse range of needs
• All senior courses linked to national qualifications
High behavioural expectations emphasising:
• The rights of all students to feel safe at all times
• Honesty and reliability with respect for self, others and property
• Self-management skills and initiative
• Respect for and celebration of cultural diversity
Guidance and pastoral care featuring:
• Effective and committed guidance network
• Commitment to working closely with families
• Full health care services
• Links to community specialist services
Sports and cultural activities promoting:
• Participation, commitment and fair play
• A wide range of choices
• Excellence and pride
• Parental and community involvement
• Deepening of cultural understanding and engagement
Page 2NAENAE COLLEGE GOVERNANCE AND MANAGEMENT 2022
Board of Trustees
Marketing,
Resource Student community
Personnel (Property and welfare, safety consultation Marae
Finance) and discipline and Policy
review
Management
Senior Leadership Team – SLT
Principal, DP, AP, AP
Curriculum Whānau
Executive Heads and
Guidance
Teaching Staff
and
Support Staff
BOARD OF TRUSTEES
Mr Rome Vailini Chairperson
Mr Andy Soper Vice Chair
Mr Nic Richards Principal
Ms Karen Shepherd Parent Representative
Sarah-Jane McCosh Parent Representative
Mrs Tafaoimalo Loudeen Parsons Co-opted Parent Representative
Mrs Tia Turahui Co-opted Parent Representative
Ms Trudy Stead Co-opted Parent Representative
Mrs Helen Hepburn Secretary
Mr Devon Turi Staff Representative
Eric Parker Student Representative
Page 3Key Personnel
Principal Mr Nic Richards
Deputy Principal Mr Alex Maehe
Assistant Principal (Junior School) Mrs Fiona Crawford
Assistant Principal (Senior School) Mr Chris Taylor
Guidance Counsellor Ms Kamaia Renata
Social Worker Ms Jacqueline D’Ath
Restorative Facilitator Mrs Sarah Calcutt
Special Needs Unit Mrs Tamsin Davies-Colley
Learning Support Ms Andrea Hay
Careers, Transition & Gateway Ms Kelly Sheridan
Director of Sport Mrs Yvonne Manuel
Whānau Heads
Tokomanawa Mrs Sarah Calcutt
Maihi Mr Greg Clarke
Amo Mr Tiria Tiria
Koruru Ms Sinapi Taeao
Heads of Faculties
Languages Mr Martin Laing
Mathematics Ms Jessica Kim
PAACT Mr Anthony Yeo
Science Mr Gareth Johnson
Social Science Mr Dave Staite
PE & Health Ms Kiri Shaw
Support Staff
Executive Assistant/Business Manager Mrs Helen Hepburn
Accounts Staff Mrs Yvonne Harris
Office Receptionist
Property Manager Mr Te Teira Davis
Property Assistant Mr Allan Stanyon
Administration Assistant Mrs Joyeeta Joseph
Attendance Officer/Student Services Ms Tania Karaitiana
All staff have email addresses in the following form – first name.last name@nnc.school.nz
eg. Nic Richards is Nic.Richards@nnc.school.nz
Page 4THE BIG PICTURE SCHOOLING MODEL
Our goals are still focused on 4 outcomes. These are called our AREA goals
Attendance Students get to school and attend all classes
Retention Students stay at school (or in education) until the end of year 13
Engagement Programmes meet student needs so that students are active learners
Achievement Students get results everyone is proud of
The Big Picture Schooling Model
• Heart - Commitment to the core
Head Te Whanau Tahi (United family)
values of the school and service to
Heart Hands the school
• Head - Academic achievement
• Hands - Attendance, engagement
in full range of activities and
opportunities through the
Learning curricular and co-curricular life of
the school.
•
PASTORAL CARE
Whānau Guidance System
All students are in one of four Whānau. This is about
fostering a strong network of relationships and
support structures.
The names of the Whānau connect to our Marae, Te
Whānau Tahi (The United Family) and to our core
values. They also capture the Heart/Head /Hands learning model.
Amo – the main front carved vertical side panels that hold up the maihi (the foundations and
legs)
Koruru – the figurehead at the centre of the maihi (the head – thinking)
Maihi – the outstretched arms and hands of the bargeboards on the front of the Marae
Tokomanawa – the heart representing the inner being or interior of the wharenui and our
commitment to all we do.
Page 5PASTORAL CARE
WHĀNAU HEADS & LEARNING ADVISORS:
We have a Vertical guidance system. The Whānau Heads are responsible for the pastoral care,
guidance and academic progress for all students (Years 9 to 13) in their Whānau. This is a quarter of
the school each.
Students are in LAR with 16 - 25 students in each group. These groups are called Roopu (Roopu
means a group working together on a task). Each Roopu is led by a Learning Advisor. It looks like this:
Amo Koruru Maihi Tokomanawa
Whānau
Mr Tiria Ms Taeao Mr Clarke Mrs Calcutt
Head
13RS Prefects Prefects Prefects Prefects
Year 13 13ADN 13KMMP 13MSH 13TFN
12/13 SHH
Year 12 12ASED 12KYO 12MKYS 12TKM
Year 11 11AFRK 11KMR 11MHM 11TLAP
11ATS 11KXGA 11MTI 11TVTM
11SKO
Year 10 10AMH 10KWSA 10MMT 10TBL
10AGNK 10KSHR 10MMPE 10TSNS
9/10TAMKIV
Year 9 9AJN 9KPUT 9MANC 9TIAN
9ALBE 9KXXPEH 9MKMS 9TSD
9AFYC 9MLG 9NLJ
• In most Whānau there are 2 to 3 Roopu for each of Years 9 - 11 and one Roopu for Year 13.
• Teachers will keep the same group of students right through from Year 9 to when they leave
school.
• Each student will therefore have the same Learning Advisor and be in the same Roopu for all
their time at school. For example 11ASED is 10A because it a Year 10 Roopu in Amo Whānau.
The Academic Advisor is Mr Staite whose teacher code is SED (each Teacher has their own
code). Students in this group will stay together and become 12ASED and 13ASED as they move
up each year. Mr Staite will remain as their advisor and Mr Tiria will remain as their Whānau
Head.
• Year 13 Roopu, Service Academy Roopu (HH/KO), Te ao Māori Roopu (TAMKIV) and Te Roopu
Manaaki (TRM – 9NLJ) will all have students from a range of Whānau.
This model is aimed at ensuring every student has a strong sense of belonging and someone who is
‘committed for life’ to their successful journey through school, constantly mentoring and monitoring
their progress and working in close partnership with the family. It is also aimed at students having a
much stronger identity as part of a Whānau and more leadership and involvement opportunities.
Teachers are working hard to develop the programme to go with the Roopu time.
Page 6NAENAE COLLEGE
CODE OF CONDUCT
All students must:
• come ready and prepared for class
- arrive on time
- have the necessary equipment
- follow entry routines as instructed by the teacher
• work to their best at all times
- complete class work and homework to the best of their ability
- use a school diary
• respect the rights of others to learn without interruption
- remain in seats as allocated by the teacher and not move around the classroom
unnecessarily
- follow instructions as given by the teacher
- work quietly when required
- be focused on the class programme
• respect the rights of others to feel positive about themselves
- no verbal abuse, put-downs, bad language
- no physical violence to others
- no damage to property
TIGHT FIVE
WE WILL:
1. Have the correct uniform
2. Be on time, lined up outside the classroom
3. Have the right equipment
4. Be learning by doing the ‘flying in five’
5. Pack up, wait quietly behind our chairs till class dismissed
• If I am late to class I am required to make up time with that teacher
• I need to have my cell phone in my bag, turned off during class time
Page 7IMPORTANT SCHOOL EXPECTATIONS
Attendance
Students are expected to attend classes at all times unless there is a legitimate reason for their absence
such as a medical condition, health appointment or family crisis. All absences must be explained in a
communication to the Learning Advisor. Non-attendance in classes will be followed up by the school.
If a family is intending to take their child out of school during term time the expectation is that they
will advise the Principal. (The Education Act 1989 does not provide any authority for schools to approve
leave for students during term time. These absences will be recorded against the student’s attendance
percentage and classified as explained unjustified absences).
In New Zealand, attendance is defined as:
• Regular attendance, students attending school for more than 90% of available half-days,
• Irregular absence, students attending between 81% and 90% of available half-days,
• Moderate absence, students attending between 71% and 80% of available half-days, and
• Chronic absence, students attending school 70%, or less, of available half-days.
Ministry of Education
Parents/Caregivers should phone the school Attendance Officer ext. 820, first thing in the morning if
their child is going to be absent for the day. A message can also be left on the answer machine.
The school will endeavour to make text or phone contact with parents/caregivers of students who are
absent without explanation. Families and caregivers are asked to support the College to ensure that
contact details are accurate and up to date at all times.
Lateness
Classes start promptly at 8.45am in the morning on Monday, Tuesday, Wednesday and Friday and
9.25am on Thursday, and it is important that students are at school and ready to begin work at this
time. Students who arrive late are missing important learning time and cause disruption to both the
teacher and other students. Persistent lateness will be followed up and dealt with. If there is a
legitimate reason for lateness parents/caregivers are expected to write an explanatory note which can
be passed to the Learning Advisor. This is best done in the school diary.
Signing Out of School
Students signing out of school during the day require a legitimate reason, such as a medical or dental
appointment, for doing so. Students require an explanatory note that they can pass to the Attendance
Officer who will issue a leave pass. No passes will be issued without a note from a parent/caregiver.
Ka Ora, Ka Ako
In 2022 all students will be provided with lunch in their LAR classes. This is a great opportunity to ensure
all students are provided with a lunch at school and for LAR to spend time building whanaungatanga.
Lunch Passes
Students who wish to go home for lunch must apply for a lunch pass. Forms for this are generated
through KAMAR. Learning Advisors issue permission forms to students. Parents/Caregivers need to
give signed permission and return the form to school at which point the Learning Advisor will issue the
pass and record that on KAMAR. A lunch pass only gives permission for a student to go to their own
home at lunchtime and straight back to school. Students must carry their lunch pass with them at all
times.
Page 8Vehicle Passes
Students who drive to school must apply for a vehicle pass. Forms for this can be obtained through
the Assistant Principal Mr Taylor. Passes are generated through KAMAR. Parents/caregivers need to
give signed permission and return the form to school. Students who drive to school are expected to
follow the road rules at all times.
Students on a restricted license must not carry other students in their car under any circumstances.
The school reserves the right to withdraw this privilege at any time if students do not adhere to these
guidelines and has a responsibility to report illegal traffic incidences to parents/Police.
Cell Phones/Electronic Equipment
The school accepts no responsibility for cell phones or any other electronic equipment that students
bring to school. Please re-enforce this with students in your classes.
All such items are to be switched off during class time and during important school occasions such as
assemblies.
When a student is using their cell phone or any other electronic equipment during class time the
teacher will give a warning the first time and allow the student an opportunity to put the item away.
If the student continues to use the phone/electronic equipment or is found using the phone/electronic
equipment again then the item will be removed from the student and stored in the school safe until
the end of the school day. If use of phone during class time is an ongoing issue then appropriate action
will be taken and parents/caregivers will be asked to come in to discuss the matter. Once a teacher has
impounded an item it then becomes the responsibility of the school i.e. if the item is then lost or stolen
then the school has a legal obligation to replace it.
Choice of Language
All members of the school community need to treat each other with respect. Choosing to use abusive
language to another person does not demonstrate the type of respect we expect at Naenae College.
Offensive and abusive language is not tolerated, and appropriate action will be taken against such
behaviours. Staff need to model respectful language at all times. Any student who swears abusively at
a teacher will be referred immediately to SLT.
Equipment, School Books and Notebooks
It is important that students always have the appropriate equipment with them when they go to
class. It is frustrating for both the teacher and the student when this does not happen and does
make learning difficult.
Students must come to class with the necessary equipment. Parents/Caregivers should ensure their
child has the necessary school equipment. If this is an issue, please see the Whānau Head or
Guidance Counsellor – equipment is available for students who struggle, for whatever reason to have
equipment. Teachers should use their professional judgment – it may be appropriate to hold some
students’ books for them.
School books and notebooks are to be used for the purposes they were purchased for, which is to
record school notes and information. Students need to take pride in the standard of presentation of
their books. Naenae College notebooks are issued to all junior students and are compulsory all year.
No school books or logbooks are to have graffiti on the covers or inside and where an acceptable
standard is not maintained students will be required to fix things up or replace any books with new
ones.
Page 9Homework
Students should be issued with regular homework in each of their subjects. Each faculty sets its own
homework policy. Parents/Caregivers are encouraged to contact the Head of Faculty if they have any
concerns about the homework their child is receiving. The school expects that students will complete
set homework. Staff must ensure that homework is meaningful, related to current learning and at a
level that is appropriate to each student.
The Homework Centre
Staff supervision, under a roster system arranged by the Faculty with Angela Sellwood is valuable and
appreciated. We are always looking for parent support from across the school community. Parents do
not need to teach students, but their presence is significant. If anyone makes contact with any parent
who is interested in helping with the Homework Centre, please let Mr Richards (RS) know as well.
Naenae College Curriculum 2022
Year 9 Year 10 Level One Level Two Level Three
Languages English English English English English
Māori Māori Literacy Te Reo Māori English research and
Spanish Spanish Te Reo Māori Māori Performing Arts Writing
Samoan Samoan Māori Performing Spanish Te Reo Māori
ESOL ESOL Arts Samoan Māori Performing Arts
Spanish ELL 012/234 Samoan
Samoan Spanish
ELL 012 ELL 234
Mathematics Maths Maths MAT100 MAT 201 MAC 301
MAS 101 MAS 201 MAS 301
MAS102 MAT 202 MAT 302
Science Science Science Science 101 Science Biology
Science 102 Biology Physics
Physics Chemistry
Chemistry
Social Sciences Social Studies Social Studies Social Science Social Science History Social Science History
Money Matters Ancient History History Social Science Social Science
Media Studies Media Studies Social Science Geography Geography
Money Matters Geography Psychology Psychology
Psychology Money Matters Money Matters
Money Matters
Arts & Art Art Art Painting Painting
Technology Drama Sculpture Design & Design & Photography Design & Photography
Music Design & Photography Drama Music
Food Technology Photography Music Music Digital Tech
Hard Materials Drama Drama Indigenous Art History Building Trades
Digital Music Indigenous Art Digital Tech
Technologies Food Technology History Building Trades
Hard Materials Digital Catering & Hospitality
Digital Technologies
Technologies Workshop
Technology
Food Studies
P.E, Health & PE/Health PE/Health PED PED and Sports Studies PED and Sports
Transition Outdoor Education High Performance Sports Studies Services Academy Studies
Hauora Sports Service Academy Recreation & Leisure
Service Academy Outdoor Education Studies
Service Academy Services Academy
Career Trade Academies Gateway
Pathways Pathways to Pathways to
Employment 200 Employment
Page 10Understanding Course Codes
Course codes are comprised of three numbers:
The first number indicates the course Level – 1 = Level 1, 2 = Level 2, 3 = Level 3
The third number indicates if the course offers standards which are internal, external or a mixture of both – 1, 0 =
the course has external examinations at the end of the year, 2 = the course offers internal standards only.
YEAR 9 LEARNING PROGRAMME
We have eleven classes in Year 9 this year
• Nine classes are co-ed, evenly balanced mixed ability classes based on data and advice from
contributory schools. Classes are not based on student or parental choice.
• One Class (9AJN) is a smaller class supported by Learning Support for students who need
significant help with their literacy and numeracy.
• One Class (9NLJ) is based on increasing attendance, engagement and opportunities for students
to have success as Māori.
• 9/10TAMKIV is a multi-level te ao Māori LAR class together for LAR time only (30 minutes, 4
days a week) and they will join one of the 8 LAR classes above for core subjects.
• All classes will place priority on implementing the key learning from this year’s Professional
Development, being:
➢ Te Whānau Tahi relationships
➢ Behaviour management based on restorative practices
➢ A strong focus on literacy and numeracy
➢ Reinforcement of key competencies
➢ Agreed pedagogical practices - learning intentions, success criteria, feedback /feed
forward etc.
➢ Appropriate use of technology
➢ Sharing student assessment data to improve outcomes
➢ Student Wellbeing
• All classes will adopt the core principles of Te Whānau Tahi, Inquiry Learning and Key
Competencies.
• Copies of work completed at Intermediate level will be made available to all teachers, in order
to start the year off with high expectations.
• Project Based Learning – Student oriented inquiry built around student passions and interests.
Page 11YEAR 10 LEARNING PROGRAMME
Year 10 is comprised of eight classes.
• There is our Learning Support Class (10TSNS).
• The other Seven classes (10AMH, 10AGNK, 10KWSA (girls’ class), 10KSHR (boys’ class)
10MMT, 10MMPE, 10TBL are all mixed ability classes.
We are confident that the learning journey in the Junior School is an exciting one. This journey will
prepare all students for NCEA and beyond.
The Timetable
Classes start at 8.45am, except for Thursdays when we have staff Professional Development and
classes start at 9.25am. Classes conclude every day at 3.05pm, however students are expected to be
available until 3.20pm should the teacher require academic discussion and/or completion of class
work. The timetable looks like this for all students:
Times of School Day 2022
Monday Tuesday Wednesday Thursday Friday
Staff only 8.25am – 9.25am
Period 1 8.45am – 10.15am 8.45am – 10.15am 8.45am – 10.15am 9.20am – 10.50am 8.45am – 10.15am
LAR 10.20am – 10.50am 10.20am – 10.50am 10.20am – 10.50am 10.20am – 10.50am
Interval 10.50am – 11.15am 10.50am – 11.15am 10.50am – 11.15am 10.50am – 11.15am 10.50am – 11.15am
Period 2 11.15am – 12.45pm 11.15am – 12.45pm 11.15am – 12.45pm 11.15am – 12.45pm 11.15am – 12.45pm
Ka Ora,
12.45pm – 1:00pm 12.45pm – 1:00pm 12.45pm – 1:00pm 12.45pm – 1:00pm 12.45pm – 1:00pm
Ka Ako
Lunch 1:00pm – 1.35pm 1:00pm – 1.35pm 1:00pm – 1.35pm 1:00pm – 1.35pm 1:00pm – 1.35pm
Period 3 1.35pm – 3.05pm 1.35pm – 3.05pm 1.35pm – 3.05pm 1.35pm – 3.05pm 1.35pm – 3.05pm
• There are 3 teaching periods each day of 90-minute periods.
The aim is to get more ‘student-centred’ learning as it produces better results.
The ‘LAR time’ is for 30 minutes on four days of the week. It includes assemblies, a structured
learning programme and inter-group activities and competitions. It is active engagement time.
NCEA credits may be available in the senior school for some of the learning programmes in this
time.
• Ka Ora, Ka Ako is for 15 minutes each day. Students are in LAR classes to receive and eat their
lunch and build whānaungatanga as a LAR.
Page 12REPORTING TO PARENTS/CAREGIVERS
Reports are issued to parents/caregivers three times a year. For the first two report rounds,
parents/caregivers are asked to come in and collect their child’s report.
Issuing of Reports 2022
Initial Report 29 and 30 March Academic Conferencing interviews between Whānau
Heads and Learning Advisors
Mid-year Report Tuesday 6 July Reports collected at Parent report evening.
Interviews available with all subject teachers
End-of-year Report Thursday 8 Senior NCEA end of year report and
December Junior final reports posted home
SCHOOL/FAMILY COMMUNICATION
Newsletter
The Naenae College newsletter is published fortnightly and is available on our school website and is
emailed home. Please contact the school to add your email to our database if we did not received it on
enrolment
School Website (www.naenae-college.school.nz)
The special areas for parents on the school’s website give access to information such as the school
events calendar, newsletters, special email contacts and some key policy documents. The School
Prospectus and Course Information Booklets are also available.
Parent Portal
There is a parent portal for which there are several levels of access. Password and usernames have
been sent out to parents. If you have forgotten your password/username, please email:
info@nnc.school.nz to have it sent to you, or alternatively ring reception on 04 567 7175.
Computer network and internet services
All students are able to access the internet and school network and passwords are issued in the first
week of the school year. This service is for educational purposes and uses other than this may see a
student lose all computer privileges. Students must sign an internet user agreement before they are
allowed to login to the school network.
Page 13HEALTH SERVICES
The school is allocated VIBE Health Service hours and has a registered nurse rostered on site each day
and a doctor (Emily Cavana) present one morning a week. The nurse’s role includes the following:
• Year 9 Health Assessments
• Nurse led clinics
• Follow up referrals
• Health promotion/education
• Case management
• Development of school health plan
• Meeting with key staff and community members
Students book appointments with the nurse/doctor and will always return to class with a note. This is
a free professional service.
Health Clinic/First Aid
Health Clinic/First Aid services are available from the Student Centre and Tania Karaitiana is generally
the staff member who will deal with this. Students report to the Student Centre and a judgement call
is made as to whether a rest or return home is appropriate. If the student is considered sick enough to
go home or has an injury that requires further medical attention then parents/caregivers are called to
collect their child. If the school is unable to make contact the student remains in the Health Clinic.
Minor injuries e.g. graze, sprain, blisters, are dealt with and the student then returns to class.
If there is a serious accident/incident in class, at the gym or out on the field a staff member will ring
Tania Karaitiana. SLT are also informed. Tania Karaitiana or the nurse will attend straight away and
determine next steps, whether to call an ambulance or treat on the spot. Parents/caregivers are always
notified. A formal incident report will be completed for every accident.
Student Health Records
Where students have a specific health issue e.g. asthma, physical disabilities, specific conditions, this
is recorded on KAMAR. Staff have access to this information.
Students requiring medication while at school are required to keep the medication with the
nurse/Tania Karaitiana and it is distributed from there. On occasion, Learning Support oversees this for
students they are working with.
First Aid
There is a supply of first aid equipment available from the Student Centre. The school has a number of
first aid kits and these go with the staff member in charge of students on all school trips.
Page 14STUDENT WELLBEING
We are committed to promoting the wellbeing (hauora) of our students and recognise that our
students’ wellbeing directly affects their ability to learn. Our concept of wellbeing encompasses some
or all of the physical, mental, emotional, social, and spiritual dimensions of health.
We aim to provide a safe physical and emotional environment and a positive, inclusive school culture
which supports wellbeing. This involves a whole-school approach, through our school values, policies,
and procedures; and collaboration with families, the community, and support services. Please see the
‘Support Student Wellbeing’ policy on http://naenae-college.schooldocs.co.nz/.
In-School Wellbeing Services
School Councillor - Kamaia Renata, our in-school councillor is available to all students. Students may
self-refer by connecting with Kamaia by email, text or in person at the councillor’s office by the
canteen. Students can also be referred by peers, teachers and parents. Counselling sessions are
confidential unless students identify they are a risk to themselves or others.
Social Worker – Jacqui D’Ath, our social worker is available to support all students and can be seen in
the awhi centre. Her main focus is to help students unpack their needs and then are able to access a
range of resources to meet those needs. This can include on-going school-based programmes,
outside agencies or accessing funding for material goods.
Social Worker – Challenge 2000 supports Naenae College by providing an in school Social Worker to
support students by working with them to meet their needs.
Youth Workers - Te Paepae Arahi supports Naenae College by running in school programmes that
support the development of our students and providing one on one mentoring.
Youth Workers – Ignite Sport run mana enhancing programmes through movement and
whānaungatanga.
Acts to Enhance Wellbeing Students can enhance their wellbeing by utilising some of the strategies
below:
• build resilience through reflection on thoughts, feelings and motivations to understand they
have the ability to respond and change negative thoughts
• believe they can intervene effectively in their own lives, even in adverse situations
• can engage positively with others and maintaining meaningful relationships
• can maintain good self-regulation skills
• function in a healthy family and whānau
• have sound cultural engagement
• have a strong sense of positive identity
• has family, whānau, school and community connectedness
• have support from non-judgmental, understanding and supportive environment
• are encouraged to seek help.
Page 15At Risk Behaviours
• Non-Suicidal Self-Injury (NSSI or ‘self-harm’) is best understood as a coping strategy that
students use to gain relief from feeling distressed and overwhelmed. Ways to support those
suffering with NSSI:
o Adopt a compassionate, non-judgemental approach to NSSI
o Discuss mental health concerns and general coping strategies
o Respond empathetically and respectfully
o Recognise that many young people engage in self-injury in a number of ways (there
are about 16 distinct forms that are recognised)
o Make a referral to the Guidance Counsellor or Social Worker to access non-harm
strategies to release that stress.
• Signs and indications of suicidal ideation. Below is a non-exhaustive list of ways students may
show they are at risk, or having suicidal ideation.
o Disclosing suicidal thoughts to whānau, peers, teachers, counsellor, or social worker
o Unexpected, out-of-character reduction of academic performance
o Ideas and themes of depression, death and suicide
o Change in mood withdrawal, tearfulness, profound unhappiness, despair,
hopelessness, anger at self.
o Grief about a significant loss
o Withdrawal from relationships
o Disengagement in activities
o Physical symptoms with emotional cause – eating changes, physical complaints,
reduced personal hygiene
o High-risk behaviours
• In responding to concerns about suicide risk:
o listen to the young person without judgement and let them know they are willing to
help
o ensure that the at-risk youth is safe
o Speak to the young person about seeking support and offer to do this together, it is
important that your concerns are acted on.
o Seek professional support from a counsellor or social worker
• Dangerous games. At times students can become engaged in dangerous games in groups or
on their own. These can start as an innocent risk-taking experience, but can result in serious if
not fatal consequences. Parents can help students by:
o Talk in a factual manner about the risk involved in any games that cause harm or death
o Promote positive attitudes, coping strategies and healthy options
o Promote ways for students to have fun together in non-risky ways
o Promote help seeking behaviour
o Remind students challenging times in our lives pass
o Teach about risk taking behaviour, depression or mental illness
o Talk about things that make people happy, such as giving to others, listening to music,
playing sport or talking with friends.
• Signs to look for are:
o Mentions of dangerous games
o Marks or bruises on the neck
o Bloodshot eyes
o Confusion or disorientation
o Presence of unusual items
Page 16o Severe headaches
o Secretive behaviour
o Bleeding under the skin
Resources for students and parents
• Ministry of Education's tools and resources for parents: Wellbeing at home and
school (Secondary) https://parents.education.govt.nz/secondary-school/wellbeing/mental-
health/
• KidsHealth: Emotional and mental wellbeing https://www.kidshealth.org.nz/tags/emotional-
mental-wellbeing
• Mental Health Foundation: Helplines (a comprehensive list of contacts offering phone or
online chat support) https://www.mentalhealth.org.nz/get-help/in-crisis/helplines/
• Help for the Tough Times (a resource connecting 12–19 year olds to four helpful websites)
https://www.hpa.org.nz/sites/default/files/Help%20for%20the%20Tough%20Times%20pocke
t%20reference%20guide_1.pdf
• 0800 What's Up (a phone and chatline for 5–19 year olds to talk about the challenges in their
everyday lives) https://www.whatsup.co.nz/
• Wellbeing@school website: https://wellbeingatschool.org.nz/
HOMEWORK CLUB/LEVEL UP
Homework Club
Homework Club runs in the College Library Tuesday and Wednesday Term 1 and 2, with the addition
of Thursdays in Term 3 and 4 after school from 3.30pm to 5.00 pm. It provides a very positive
working atmosphere for students to get their homework done with access to computers. There is
teacher and student help available for those who need it.
Level Up
Level Up is run for senior students from 5 to 7pm in Term 3. Everyone is welcome. Students
‘contract’ into the programme. They must complete a registration form and have it signed by a
parent. They commit to attend. During each session students will get one on one support from
subject teachers and peers through workshops and mentoring. Light refreshments are offered to
students who attend.
FEES AND ACCOUNTS
Naenae College has opted into the Government Donation scheme therefore all curriculum based
learning costs are not charged for. This includes the school donation.
Sports Registration Fees, Trip Fees
Students who register for competitive sports are required to pay registration fees before the season
begins. The College subsidises sports teams and provides team uniforms generally through
sponsorship money.
Page 17Invoices for fees for sports and trips are emailed or posted once per term. Additional invoices for school
trips, damages, other charges, etc. will be posted as deemed necessary.
All fees can be paid by: Cash, Cheque, Eftpos, Automatic payment spread over the full year
An automatic payment (AP) can be set up at any stage. For example, an AP of $10 per week from the
start of Year 9 usually means sports fees, outdoor activities and even itinerant music lessons can be
paid as they fall due because there are sufficient funds accumulated in your child’s school account.
For any queries please contact the Accounts Office for a confidential discussion on 04 567 7175, ext.
821.
UNIFORM
Uniform is to be worn correctly and well by students all year. Items of clothing/footwear that become
too small or beyond repair need to be replaced before it becomes necessary to wear non-uniform
items as an interim measure. This includes the last few weeks of school. All students are to be in
correct Naenae College uniform at all times. This includes travelling to and from College.
To meet these standards, boy’s trousers need to be of a correct size when they are purchased. Trousers
need to fit at the waist, held by a plain black belt. Girl’s skirts are to be between the knee and mid-calf
in length. A long skirt is available for Moslem girls only.
The only shirts to be worn are those specially designed for the College. All items of school uniform
are to be well maintained. It is not acceptable for students to wear ripped clothing, have tatty edges
on jersey cuffs or write/draw on any parts of the uniform. There is to be no unnatural colouring of
hair. Boys are to be clean shaven.
Students, who do not meet these standards consistently, will be disciplined. This may include being
withdrawn from classes until matters are addressed.
UNIFORM (Yr 9-13)
White Short Sleeve Blouse * Hoodie*
White Long Sleeve Blouse * Navy Polar Fleece *
Blue Short Sleeve Shirt * Tie (optional)*
Blue Long Sleeve Shirt * Le Faitaga (optional)
Tartan Skirt * PE Top *
Tartan Long Skirt * PE Short *
Black Trousers (Fitted)* Scarf (optional)*
Black Trousers * Jacket
Shorts* Hijab
Navy Blazer (Optional) * Cap (with logo) (optional)*
Socks White Beanie (with logo) (optional)*
Socks Black Bucket Hat (with logo) (optional)*
Navy Jersey *
*(only available from NZ Uniforms, 92 High Street, Lower Hutt)
For a full price list, visit our website on www.naenae-college.school.nz
Page 18Please contact the relevant Whānau Head or Deputy Principal if you have any difficulties with
uniform. Special applications can be made to a Trust fund held by the school to support those unable
to pay at the time of need.
CONCERNS/COMPLAINTS
We take seriously our commitment to maintain high standards and effectively resolve issues for all
parties whenever possible. We therefore encourage feedback from parents, both positive and
negative and recommend that if you feel concerned or aggrieved about anything in relation to the
College, it is better to communicate that, either informally with a phone call or note in the school diary
or formally by written correspondence (letter or e-mail).
Please direct concerns to the most appropriate person. If in doubt, please phone the Principal’s
Personal Assistant for advice or communicate directly with the Principal.
In general:
Issue Refer to:
Subjects, classroom programmes, etc. Learning Advisor
Whānau Head
Low-level guidance/pastoral care, attendance, Learning Advisors, relevant Whānau Head
health, minor incidents, relationship issues.
Health and safety, bullying, abuse, assault, Guidance Counsellor, DPs or Principal
domestic issues.
Learning/behavioural difficulties, need for HOD Learning Support, Faculty Heads, HOD’s or
assessment, special support, remedial, relevant Whānau Head
extension programmes.
Sport Sports Coordinator
Staff competence/ethics. Standards, Principal or DP/APs
expectations, etc.
Pupil misbehaviour in public DP/Aps, Principal
(Buses, trains, etc.)
Financial matters, accounts, etc. Accounts/Resource Manager
Property safety, security. Property Manager
You may also refer matters directly to the Board of Trustees. However, if it is a management issue the
Board will refer the matter back to the Principal. If the matter has not been resolved to your
satisfaction by the Principal then refer the matter to the Board Chairperson, Sarah-Jane McCosh.
BOT@nnc.school.nz
Many issues can best be resolved by a telephone conversation, or if necessary, a personal meeting.
Formal written correspondence, including emails will be acknowledged.
Page 2RESTORATIVE PROCESSES
Restorative Processes
Naenae College is committed to employing Restorative Processes and is working toward full
implementation. Staff are encouraged to use the ‘Restorative Chat’ in their daily dealings with
students.
The Restorative Chat
The sole focus is on maintaining/restoring your relationship with the student in your class. The process
is aimed at making things right. This is most likely to happen if your tone and demeanour is calm. Think
about your timing, in Roopu time: away from others: when you can spare five minutes and not feel
rushed.
1. Tell the story
• What happened?
• Tell me what happened when …
• What are you thinking when it happened?
• What value was not used?
• What are you thinking now about what happened?
2. Explore the harm
• Who do you think has been affected?
• In what way?
• What do you think it must have been like for them?
3. Repair the harm
• What needs to happen to put things right?
• What do you think _____ needs to hear from you?
• Is there anything else you can think of that might help?
4. Reach an agreement
• If this happens again, what will you do differently?
• What do you need from me/us to support you?
• What will the plan for the future include?
• If this happens again, what will we do about it?
5. Plan the follow-up
• When would be a good time to check with you to see how you are going?
• What will happen if our agreed outcomes have not been reached?
Page 3YEAR 13 GRADUATION
An important part of the end-of-year Senior School closing ceremony is the presentation of Graduation
Certificates to Year 13 leavers.
Students will be eligible for a Graduation Certificate if they meet the following conditions:
• Have completed a full-time course (five subjects). In some cases, there may be a specific formal
arrangement for a reduced course though this will be rare.
• Have fronted to all internal assessments (or provided satisfactory evidence of inability to
attend) and met basic work requirements in all courses.
• Have attended regularly – the minimum expected standard is 90% attendance excluding
legitimate absences for school activities, verified medical situations etc.
Special Notes:
• Students who leave prior to the Senior Closing Ceremony will not be eligible for a graduation
certificate except in extenuating circumstances where the Principal at the request of the
parent/caregiver (medical, family crisis etc) has granted the leave in writing.
• Students denied a Graduation Certificate based on attendance would have had official warning
letters throughout the year. If attendance has deteriorated rapidly at the end or the student
has not attended classes in the five days before the closing ceremony then no warning will be
given and the student will not receive a Graduation Certificate unless evidence is provided to
the Principal to legitimise the absence.
• Any student stood-down or suspended in Year 13 risks being denied graduation. If trust and
good behaviour is restored prior to the closing ceremony then due consideration will be given.
Any behaviour in the two weeks prior to the closing ceremony that is deemed inappropriate
and unacceptable and that makes the student reasonably liable for stand-down or suspension
will lead to non-graduation. That is, non-graduation may well be imposed instead of stand-
down/suspension.
• Students graduating from Year 11 or 12 who have gained level 1 NCEA will be eligible to attend
Graduation and will be presented with a certificate.
Page 4NATIONAL QUALIFICATIONS INFORMATION
YEAR 11, 12 & 13
Gaining National Qualifications
If enrolled in the senior school, your child will be working towards:
• NCEA Level One OR
• NCEA Level Two OR
• NCEA Level Three OR
• A combination of these
To get NCEA Level One: 80 credits which must include Literacy and Numeracy
To get NCEA Level Two: 80 credits (at least 60 credits at Level Two or higher –
students may transfer 20 of their Level One credits)
To get NCEA Level Three: 80 credits (at least 60 Level Three credits – students may
transfer 20 of their Level Two credits or include Level Four
credits)
To gain entry to university: A minimum of 10 Level One Mathematics credits
A minimum of 10 Level Two literacy credits (4 reading, 4
writing)
A minimum of 14 Level Three credits in each of three
approved subjects;
AND
Level Three
Students should be aiming to achieve at least 16 credits in each of their subjects in order to ensure
they will gain a national certificate this year. Students are expected to keep a record in their school
diary of the standards and credits they gain throughout the year. We will also provide students and
their families with regular progress printouts.
National Certificate of Educational Achievement Endorsements
Students require 50 credits at Excellence to gain an NCEA endorsed with Excellence, and 50 credits at
Merit (or Merit and Excellence), to gain an NCEA endorsed with Merit.
Credits counting towards endorsement may be gained over more than one year and more than one
level but must be gained at the level of the certificate or above. For example, Level 2 credits will count
towards endorsement of a Level 1 NCEA, but Level 1 credits will not count towards endorsement of a
Level 2 NCEA.
2. Course Endorsement
Students require 14 credits at Excellence to gain a course endorsed with Excellence, and 14 credits at
Merit (or Merit and Excellence), to gain a course endorsed with Merit.
At least three credits must be from externally assessed standards and three credits from internally
assessed standards.
Page 5Credits for course endorsement must be gained in a single school year.
If at any time during the year, you are not sure what stage your child is at and what it is that they
still need to do to gain a full National Certificate then you should contact one of the following
people:
Mr Chris Taylor (Assistant Principal, Senior School)
Mr Martin Laing (Principal’s Nominee)
Ms Kelly Sheridan (The School’s Careers Advisor)
The school provides lots of support to students throughout the year to help them come to an
understanding of the processes for National Qualifications.
Scholarship
Scholarship examinations are intended for the highest academic students across the country. Students
can opt to sit Scholarship examinations in any of their subjects (from an approved list). The
examinations are held at the end of the year and students sit them in addition to their Level Three
examinations.
Papers are marked and students are ranked. Top scholars are awarded with money. In essence,
Scholarship is a competition and it is important to note that it is not a qualification and it does not
carry credits.
Scholarship results are released later than Level Three results and are not used for entry to University.
They will however help with entry to restricted courses.
Students who wish to enter scholarship should discuss this with their teachers and Mr Taylor and Mr
Laing as early as possible. There is a considerable workload in preparing for Scholarship and study
needs to start early in the year.
How Students are Assessed
Standards Based Assessment
All courses are assessed using Standards – these can be either Achievement Standards or Unit
Standards. Many courses offer a combination of both Achievement and Unit Standards, but some
courses offer only Achievement Standards and some offer only Unit Standards. Likewise, most courses
will have a combination of Standards assessed internally and externally, but some courses will only
offer Standards that are internally assessed.
In all classes students will be issued with a course outline and assessment plan. This will include:
• topics to be covered
• titles and credit values of standards to be assessed against (all standards – both internal and
external)
• the timing and nature of assessment activities, including milestones, final due dates, and
opportunities provided (NB: if there is only one possible opportunity, you will be told this)
• record sheets for you to track your progress
• reference to the student assessment guidelines.
Page 6Teachers will follow the school’s assessment policies and procedures at all times. They will also:
• Report on student progress through school reports
• Inform you if your child misses any assessments
• Inform you if they believe your child’s attendance patterns are such that they may be at risk of not
being fully prepared when they come to sit assessments
• Ensure fairness by following Naenae College policy on moderation of internal assessments and
appeal procedures
Moderation of Internal Assessment
All assessments are checked within subject departments for consistency with the Standard and
between teachers. All departments undergo a bi-annual audit of their assessment procedures – this is
carried out as peer review by Heads of Faculty and reports monitored by the Principal’s Nominee. The
school’s systems for this are checked every three years by the New Zealand Qualifications Authority.
Every year Departments are required to submit samples of student work for external moderation for
the Standards nominated by the New Zealand Qualifications Authority.
Assessment Opportunities
Course outlines clearly indicate to students when the internal assessments will take place. Each
Department will have a policy on how assessments will be carried out. Make sure you and your child
read the course outlines and that you are familiar with the policies. In many cases, students will have
more than one opportunity to sit a standard during the year (i.e. the original assessment plus one resit
opportunity).
Special Assessment Conditions
If a student requires special assessment conditions teachers are informed of this. Provision will be
made for the student to sit assessments under ‘special assessment conditions’ as required. The
Learning Support Department will coordinate this with teachers. Please contact the Principal’s
Nominee, Mr Taylor and Mr Laing if there is a problem.
Derived Grade (applies for external assessments only)
Students who are prevented from sitting examinations or otherwise presenting materials for external
assessment, or who consider that their performance in an external assessment has been seriously
impaired because of exceptional circumstances beyond their control, may apply to NZQA to be granted
a result through the derived grade process. Any student needing to apply for a derived grade must
contact the Principal’s Nominee, Mr Taylor and Mr Laing, immediately. They will ensure that all
paperwork is completed and forwarded to NZQA.
An applicant for a derived grade must:
• complete The New Zealand Qualifications Authority's application form and
submit it to the school by the closing date
• supply a copy of their admission slip with the application
• supply appropriate medical or documentary evidence.
Page 7Except in exceptional circumstances, a derived grade will only be granted as a result of a circumstance
that occurred no more than one month before the start of examinations or the submission of work for
other external assessment. The New Zealand Qualifications Authority may vary these conditions for
performance-based external standards.
Some Important Points – Policies and Procedures
Attendance in Class
Students are expected to attend all lessons unless they are at a legitimate school activity. A note,
outlining the reasons for absence, must cover any other absences.
Students will not be excused from any lessons to complete assessments in other subjects.
The school will inform parents/caregivers if students are not attending class.
Attendance at Assessments – Missed Assessment Applications
It is very important that students attend scheduled assessments. If they cannot hand in an assignment
on time, or do an in-class test or practical activity on the day, then they must apply to their teacher as
soon as they know they will be late with an assignment or will be absent, or as soon as they return to
school. Valid reasons for requesting an extension of time or a new assessment date are:
• Sickness: a medical certificate or a note from a parent/caregiver must be supplied
• Family trauma: a note from the parent/caregiver, Guidance Counsellor, Whānau Head, or Learning
Advisor must be supplied
• School sporting/cultural activity: the teacher in charge of the activity signs the 'Missed Assessment'
form. (Note: this reason is only valid if the student informs the teacher in advance of the
assessment or due date.)
In all cases, a ‘Missed Assessment’ application form must be filled in and given to the teacher
concerned (see Appendix 1). Mr Taylor and Mr Laing will be able to provide these. Requests for
extension of time must be made before the due date.
Based on the information presented in the ‘Missed Assessment’ application, the Head of Department
and/or Principal’s Nominee may decide to:
• Grant an extension
• Set a new assessment date
• Deny the application and award no credit for the standard(s) concerned.
Teachers keep records of student progress toward externally assessed standards. Candidates for
externally assessed achievement standards who have suffered from a temporary illness, non-
permanent disability or other event close to or during the external assessment, and which they believe
has significantly impaired their performance, may apply to NZQA for a derived grade in those external
assessments.
Authenticating Student Work
Work submitted by students must be their own. Each Department will have procedures for
authenticating student work for assessment. These will be practicable and compatible with the
assessment and may very well mean requiring students to sign a declaration of authenticity.
Page 8The teacher has the right to challenge the authenticity of an assessment if they believe it is not the
student’s work. (See below for further information.)
Breaches of Rules (Misconduct/Cheating)
If a student’s behaviour has disrupted an assessment, the Head of Department and/or Principal’s
Nominee must be informed and will determine the course of action to be taken and what penalties will
apply, with the possibility of a Not Achieved awarded.
If there is a question about authenticity then the class teacher shows the suspect work to the Head of
Department/Principal’s Nominee. Students may be asked to offer proof of authenticity (drafts etc.).
Students suspected of having offered inappropriate help to their peers are also interviewed.
If the Head of Department judges that cheating has occurred then the student(s) concerned will gain
Not Achieved for the item of work. Parents/caregivers will be contacted.
Further penalties may be imposed by Senior Leadership. The seriousness of the penalty will be
dependent on the seriousness of the cheating.
Appeals
Students may appeal any assessment related decisions. This includes:
• the outcomes of internal assessment
• decisions relating to misconduct
• decisions relating to authenticity
• decisions relating to any other breaches of the rules
The appeals pathway is from students to their class teacher, to the Head of Department, and then to
the Principal’s Nominee. Appeal Application Forms may be picked up from the Student Centre or Mr
Taylor or Mr Laing. (See Appendix 2 for the Appeal Application Form.)
Appeals Procedure
1. The Teacher will give students an opportunity to check that they agree with the results given. If a
student thinks that work has been incorrectly assessed they can ask the teacher to reconsider.
2. The teacher should explain the result and make any necessary alterations. If the assessing was
done by another teacher in the department, that teacher must be consulted.
3. If a student is unhappy with the teacher's explanation, they may ask the Head of Department for
a decision, using an appeals form. The teacher is able to provide this form. This must be done
within two weeks of the work being handed back.
4. If a student is still unhappy and disagrees with the Head of Department’s decision, they may ask
the Principal’s Nominee to consider the case. The Principal’s Nominee may consult with the Head
of Department and other subject experts as deemed appropriate. The Principal’s Nominee’s
decision is final.
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